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NV.CC.L.3.Language Standards
Language Standards
Knowledge of Language
L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3(a) Choose words and phrases for effect.
Vocabulary Acquisition and Use
L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4(a) Use sentence-level context as a clue to the meaning of a word or phrase.
Quiz, Flash Cards, Worksheet, Game & Study GuideVocabulary
L.3.4(b) Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
Quiz, Flash Cards, Worksheet, Game & Study GuideVocabulary
L.3.5(b) Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Quiz, Flash Cards, Worksheet, Game & Study GuideChallenge Words
L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Quiz, Flash Cards, Worksheet, Game & Study GuideChallenge Words
Quiz, Flash Cards, Worksheet, Game & Study GuideSpelling
L.3.2(e) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2(f) Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
NV.CC.RI.3.Reading Standards for Informational Text
Reading Standards for Informational Text
Range of Reading and Level of Text Complexity
RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Quiz, Flash Cards, Worksheet, Game & Study GuideText Features
Quiz, Flash Cards, Worksheet, Game & Study GuideText Features
Integration of Knowledge and Ideas
RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Quiz, Flash Cards, Worksheet, Game & Study GuideMain Idea
Quiz, Flash Cards, Worksheet, Game & Study GuideText Features
RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
W.3.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3(b) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3(c) Use temporal words and phrases to signal event order.